Title

Author

Date of Award

12-2008

Degree Name

Master of Music

Department

Music

First Advisor

Brian Wilson

Second Advisor

Edward A. Roth

Third Advisor

John Lychner

Access Setting

Masters Thesis-Open Access

Abstract

Reading and writing is the key to all learning, and providing children with effective literacy practices is one of the primary goals of educational systems. The purpose of this study was to identify the current trends and common approaches of professional music therapists who incorporate literacy learning into their practice. A total of 192 participants responded and completed the survey entitled Music and Literacy: Current trends and common approaches of music therapists. The study investigated if music therapists address the specific areas of literacy (vocabulary, comprehension, fluency, phonemic awareness, and phonics) that had been identified through a review of literature. It also obtained information on what music therapy interventions were used to address those specific areas of literacy, as well as how the effectiveness of these interventions was measured. The results of the study revealed that vocabulary and comprehension were most frequently addressed within music therapy interventions. The same music therapy interventions also seemed to be used to address all of the sub-areas of literacy. The results also indicated that referrals and collaboration with other professionals, parents, and caregivers were important to music therapists in determining the effectiveness of their music therapy interventions in relation to literacy skills.

Recommended Citation

Palmieri, Julie A., "Music and Literacy: Current Trends and Common Approaches of Music Therapists in Early Childhood and School Settings" (2008). Master's Theses. 641.
https://scholarworks.wmich.edu/masters_theses/641